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Signaling as a cognitive guide in multimedia learning.
Abstract
In 3 experiments, students received a short science lesson on how airplanes achieve lift and then were asked to write an explanation (retention test) and to write solutions to 5 problems, such as how to design an airplane to achieve lift more rapidly (transfer test). For some students, the lesson contained signals, including a preview summary paragraph outlining the 3 main steps involved in lift, section headings, and pointer words such as because or as a result. The signaling did not add any additional content information about lift but helped clarify the structure of the passage. Students who received signaling generated significantly more solutions on the transfer test than did students who did not receive signaling when the explanation was presented as printed text (Experiment 1), spoken text (Experiment 2), and spoken text with corresponding animation (Experiment 3). Results are consistent with a knowledge construction view of multimedia learning in which learners seek to build mental models of cause-and-effect systems.
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“Results suggested that students receiving the lesson with signals performed significantly better in the problem-solving task than those who did not.”
From Reading authentic EFL text using visualization and advance organizers in a multimedia learning environment (2007) · cites this paper as Mautone and Mayer (2001)
In the citing paper
“Furthermore, Mautone and Mayer (2001, Experiment 3) investigated the effect of signaling in a narrated animation and found that signaling was only effective when both the animation and the narration were signaled (signaled words were spoken with a slower, deeper intonation), but not when only the animation or the narration was signaled.”
From Interactivity in Video-based Models (2007) · cites this paper as Mautone and Mayer 2001
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“Cueing refers to guiding attention by non-content means such as coloring or arrows (e.g., Mautone and Mayer, 2001; De Koning et al., 2007).”
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Self-citationLearning from Narrated Animations with Different Support Procedures: Working Memory Capacity Matters
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“…(Moreno & Mayer, 1999), the instructor speaking in their own voice (Atkinson et al., 2005; Austin, 2009), the emphasis on certain parts of content (Mautone & Mayer, 2001), and sound e ff ects and music (Alwitt et al., 1980; Calvert & Gersh, 1987; Calvert & Scott, 1989; Mann, 1979; Wagley, 1978)…”
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“In experiments carried out by (Mautone and Mayer 2001), students who received materials with signs, a summary of the main content, subtitles, and highlighted words demonstrated better performance in solving problems on the related topic.”
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“…the role of inserting various supplements as learning aids in instructional materials: for example, (a) text signals (Lorch & Lorch, 1995, 1996; Mautone & Mayer, 2001; Spyridakis & Standal, 1987) aid learner selection and attention to important information (b) graphic organizers, including…”
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Binder, K., Krauss, S., Bruckmaier, G., & Marienhagen, J. (2018) · PLoS ONE · doi:10.1371/journal.pone.0195029 · Cited by 33
Aesthetic design of app interfaces and their impact on secondary students’ interest and learning
Ruf, A., Zahn, C., Agotai, D., Iten, G. H., & Opwis, K. (2022) · Computers and Education Open · doi:10.1016/j.caeo.2022.100075 · Cited by 48
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“First, though the length of the lesson was in line with previous experimental manipulations of signaling (e.g., Mautone & Mayer, 2001), the information provided to students was brief and therefore may not approximate their experiences in a natural learning environment.”
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“Other studies on signals in classical multimedia settings have also shown that the selection process can be supported, which is reflected in a higher recall performance of the highlighted information (Lorch, 1989; Mautone and Mayer, 2001).”
BackgroundCueing effect in multimedia learning: A meta-analysis
Xie, H., Wang, F., Zhou, Z., & Peng, W. U. (2016) · Acta Psychologica Sinica · doi:10.3724/sp.j.1041.2016.00540 · Cited by 28
“…Direct、PubMed、 ERIC、ProQuest 博硕士论文全文数据库等, 搜索方 式为将关键词“cue”、“cueing”、“signaling”、“attention guidance”分别与“multimedia learning”、“animation”、 “eye tracking”、“eye movement”进行联合搜索。中文 文献搜索数据库主要为 CNKI 中国学术期刊网络出 版总库、CNKI 中国期刊网优秀博硕论文全文数据 库、中国科技期刊数据库(维普期刊)、万方数据库等, 搜索方式为将“线索”、“标记”、“注意引导”分别与“多…”
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Falvo, D. A., & Suits, J. P. (2009) · Journal of Educational Computing Research · doi:10.2190/ec.41.1.d · Cited by 28
“information and to solve learning problems ( Mautone & Mayer, 2001 ).”
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“The effectiveness of signaling on learning has been shown in lessons on how airplanes achieve lift (Mautone and Mayer, 2001), the structure of polysaccharide molecules (Stull and Mayer, 2007), lightning formation (Harp and Mayer, 1998), and detecting geological features in landscape…”
BackgroundPachman, M., & Ke, F. (2011) · Computers & Education · doi:10.1016/j.compedu.2011.08.011 · Cited by 22
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Co-designing an e-health tutorial for older adults
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“A further function of signalling is reducing cognitive load (Mautone & Mayer, 2001).”
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“Based on Mautone and Mayer’s (2001) signaling effect, adding associative signals decreases intrinsic cognitive load because discreet facts are easily seen as related parts of meaningful schemas.”
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Ainley, M., & Armatas, C. (2007) · Springer eBooks · doi:10.1007/978-1-4020-3803-7_15 · Cited by 18
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“…(topic shifts)、标题(outlines or headings )和强调重要信息 (signaling the spoken text)等; 视觉线索包括箭头 (arrows)、颜色 (color)、聚光灯 (spotlight)和手势 (gesture)等(Mayer, 2005b)。但是上述的分类方式 也存在不足, 如被很多研究者视为线索之一的速 度 (Fischer, Lowe, & Schwan, 2008; Fischer & Schwan, 2010)却并不包含其中。已往综述中并没 有对具体的线索类型进行归类, 而是按照线索的…”
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“Solutions include weeding out extraneous information when cognitive load demands are high (Mayer, Heiser, & Lonn, 2001) or providing verbal or visual cues to the learners to signal to them what is important (Kirschner, Sweller, & Clark, 2006; Mautone & Mayer, 2001).”
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“Students’ performance was measured by a Dutch translation of the retention and far transfer test used in Mautone and Mayer’s study (2001). The retention test assessed whether students remembered the gist information in the text.”
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“A study that could serve as starting point is Mautone and Mayer (2001).”
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“This idea appeared earlier in the study by Mautone and Mayer [8] (Experiment 1).”
ResultInvestigating the Effects of Visual Cues in Multimedia Instruction Using Eye Tracking
Luo, H., Koszalka, T. A., & Zuo, M. (2016) · Lecture notes in computer science · doi:10.1007/978-3-319-41165-1_6 · Cited by 15
Moonsammy, S., & Moonsammy, D. M. R. (2020) · Journal of International Agricultural and Extension Education · doi:10.4148/2831-5960.1103 · Cited by 16
Reading medium and interest: effects and interactions
Clinton‐Lisell, V. (2021) · Educational Psychology · doi:10.1080/01443410.2021.2016635 · Cited by 17
“Background knowledge about the content was assessed through self-reports (see Mautone & Mayer, 2001, and Singer Trakhman et al., 2019, for similar approaches).”
MethodMultimedia Learning and Working Memory Capacity
Doolittle, P. E. (2009) · IGI Global eBooks · doi:10.4018/978-1-60566-158-2.ch002 · Cited by 15
“…through the inclusion of signals or cues, such as when a student views an animation-based tutorial describing airplane flight with concurrent narration that emphasizes important ideas by using a slower and deeper intonation of voice (Mautone & Mayer, 2001), learning and performance improve.”
BackgroundUsing Artificial Intelligence-Based Collaborative Teaching in Media Learning
Wang, W., & Liu, Z. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.713943 · Cited by 14
“System and campus resources are integrated with the application system to improve the quality of teaching and then realize the learning mode of intelligent services and management (Mautone and Mayer, 2001).”
BackgroundZhang, D., Hyönä, J., Cui, L., Zhu, Z., & Li, S. (2019) · Learning and Instruction · doi:10.1016/j.learninstruc.2019.101246 · Cited by 14
Trajkova, M., Cafaro, F., & Dombrowski, L. S. (2019) · Designing Interactive Systems Conference · doi:10.1145/3322276.3322312 · Cited by 14
“, Lorch [42]; Mautone & Mayer [45]), allowing learners to pace their training in order allow sufficient processing time (e.”
BackgroundInfluentialRapchak, M. E. (2016) · Journal of Library & Information Services in Distance Learning · doi:10.1080/1533290x.2016.1226579 · Cited by 13
“In an experiment using voice signaling, students showed improved retention and transfer skills over those students who did not receive instruction with verbal signaling (Mautone & Mayer, 2001).”
BackgroundJamet, É., & Arguel, A. (2008) · Le travail humain · doi:10.3917/th.713.0253 · Cited by 16
The Use of Eye-gaze to Understand Multimedia Learning
Desjarlais, M. (2016) · Advances in educational technologies and instructional design book series · doi:10.4018/978-1-5225-1005-5.ch007 · Cited by 13
Mutch‐Jones, K., Sengupta, N., Minor, V. C., & Goudsouzian, L. K. (2020) · Biochemistry and Molecular Biology Education · doi:10.1002/bmb.21415 · Cited by 13
Optimizing Instructional Video for Preservice Teachers in an Online Technology Integration Course
Ibrahim, M. M., Callaway, R., & Bell, D. (2014) · American Journal of Distance Education · doi:10.1080/08923647.2014.924697 · Cited by 18
“Specifically, the preservice teachers’ test scores improved when the TPACK video was presented in a self-paced, segmented, and signaled format rather than in a continuous and nonsignaled format (Mautone and Mayer 2001; Mayer and Chandler 2001).”
BackgroundBolkan, S., & Goodboy, A. K. (2019) · Communication Education · doi:10.1080/03634523.2019.1701196 · Cited by 12
“In particular, similar to what Mautone and Mayer (2001) argued, we claimed that the order of presentation matters because a central issue for teachers to consider when presenting examples in class involves how to help students “organize the material in order to ease demands on working memory and ultimately facilitate…”
BackgroundDillard, J. P., Shen, L., Laxova, A., & Farrell, P. M. (2008) · Health Communication · doi:10.1080/10410230802055356 · Cited by 12
“Explanations that utilize verbal and visual aids as simplification devices have been shown to be better understood than those that do not ( Mautone & Mayer, 2001 ; Mayer, Bove, Bryman, Mars, & Tapangco, 1996 ).”
BackgroundPi, Z., Huang, X., Wen, Y., Wang, Q., Zhao, X., & Li, X. (2024) · British Journal of Educational Technology · doi:10.1111/bjet.13515 · Cited by 11
Ofori, E., & Lockee, B. B. (2021) · IAFOR Journal of Education · doi:10.22492/ije.9.4.07 · Cited by 15
Metadata
- Authors
- Mautone, P. D., & Mayer, R. E.
- Affiliations
- University of California, Santa Barbara (US)
- ORCID
- Mayer, Richard E.
- Venue
- Journal of Educational Psychology
- Published
- 2001-06
- Volume
- 93
- Issue
- 2
- Pages
- 377-389
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2054045882
- Cited by
- 444
- References
- 24
- Citations by year
- 2026: 16 · 2025: 19 · 2024: 20 · 2023: 22 · 2022: 23 · 2021: 34 · 2020: 21 · 2019: 20 · 2018: 25 · 2017: 18 · 2016: 17 · 2015: 23 · 2014: 13 · 2013: 22 · 2012: 23
- FWCI
- 8.00
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Educational Psychology (publishedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Keywords
- signaling, cognitive guidance, multimedia learning, knowledge construction, mental models, transfer of learning, text structure, spoken text, animation, science instruction
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